I have selected to analyze the progress shown from pre-No child left Behind through today’s Race to The Top Department of Education grade school funding initiatives from the 2001-02 through the 2012-13 school years for Davisville Middle School, one of two middle schools within the North Kingstown School District. I chose to analyze this data to find out if increased teacher training, higher teacher quality standards, test preparation and administration mandates related to this funding were helping to increase academic outcomes for Davisville Middle School students.
I set out to answer the following questions: Did the overall student test scores improve? How did the economic recession in Rhode Island impact learner outcomes? What investments did the North Kingstown School District make in their teaching staff and student body that worked to create a better environment in which to learn and assist students to be more prepared to learn and to fully master more stringent math and language arts literacy standards of Common Core mandates for funding?
I want to show how taking a holistic view of a child, taking into account family or socioeconomic barriers to education, and making excellent investments in teachers and support staff helped Davisville Middle School students to make great strides educationally since 2001 when NCLB was instituted. I will research if there are any programs in place to support at risk children with socioeconomic barriers to learning from the Davisville community which is an area where many of North Kingstown’s low income earners and most impoverished families reside in low income housing developments. I also plan to investigate what steps were or are being taken to minimize the financial strain for working families or those in poverty that can severely impair student academic achievement in terms of nutrition, mobility(transportation issues), and the ability to overcome various economic barriers to learning(i.e. lack of a computer or tablet, school supplies, or adequate clothing).
Davisville Middle School, home of the Davisville Dragons, is one of two middle schools within North Kingstown School District in the northern half of the town of North Kingstown, located at 200 School Street which has a resident population of 26,486 and covers an area of 58.3 square miles. This middle school at Davisville Village serves 523 students in grades 6 through 8 and employs 52 teachers. (Infoworks Rhode Island Schools Data. 2014. Retrieved from http://infoworks.ride.ri.gov/school/davisville-middle-school. ) The leadership staff for this school consists of Superintendent Phil Auger, Principal Ruthanne Logan, and Assistant Principal Marisa Eisner.(Administration List for Davisville Middle School. 2014. Retrieved from http://www.edlinesites.net/pages/Davisville_Middle_School/Administration/Office/Main_Office) Davisville Middle School’s Mission Statement is : “Committed to providing our students with pathways for academic and personal success through challenging and diverse educational opportunities.” School Motto. 2014. Retrieved from http://www.edlinesites.net/pages/Davisville_Middle_School)
The Davisville area of North Kingstown is the product of a rich military and industrial background beginning the late 1930’s as a World War II Quonset Military Base. Many workers came to work and later relocated their families to the community surrounding the Quonset Naval Base. Fortunately, today there are growing job opportunities available to area residents in the defense industries and various corporations with offices in close proximity to Davisville at Quonset Point Business Park where a variety of manufacturing and defense industry corporations exist. The Quonset Point Business Park employs many area residents with construction and industrial related jobs. The two other most increased job types in North Kingstown outside of the business and medical arenas related to the improving economy in the Davisville area are teachers and first responders. This area also has a strong history as a summer vacation destination which is still the case today.(North Kingstown Demographic Data. 2014. Retrieved from http://en.wikipedia.org/wiki/North_Kingstown,_Rhode_Island#Demographics)
I have selected to analyze for progress shown from pre-NCLB or Race to the Top (2001-2002)to the most recent school year data 2012-2013 For Davisville Middle School, one of two middle schools within North Kingstown School District. There are programs in place to support at risk children who face socioeconomic learning challenges from the Davisville community, an area where many of North Kingstown's most impoverished families reside in low income housing developments or due to financial strain for working families throughout the northern segment of North Kingstown School District.
In an effort to show evidence as to poverty having a direct link to student academic progress, I will compare the percentages of students at both Wickford and Davisville Middle Schools who fall at or below the poverty line. First, North Kingstown has a median family income of $69,559
the fourth highest median income in the state of all municipalities. However, even in this affluent community, there are pockets of children in poverty which is what the following comparison will demonstrate. (Income data. 2013 Retrieved from http://en.wikipedia.org/wiki/Rhode_Island_locations_by_per_capita_income) North Kingstown has a family poverty rate of 18.8% with children under the age of 18 representing 9.6% of that statistic, about half of all poverty level residents. As of June 12, 2012 the number of children who were at or below the poverty line was 24.5% of the student body, 130 students total, who attend Davisville Middle School. At Wickford Middle School, in the southern half of North Kingstown, the percentage of students in poverty was less than half of Davisville Middle at 11% of the student body. That said, it is no surprise that scores at Wickford Middle School are higher than those at Davisville Middle School.
A comparison of math, reading, and writing between pre-NCLB and RTTT in 2001 through its existence up to 2013 shows great improvement in standardized test scores throughout 6th,7th, and 8th grades. It is safe to assume that a lot more funding is being used to train staff and students about test preparation and administering the NECAP and various other tests used to measure proficiency in these three target subject areas. I am also concluding that increased nutritional and other wraparound school services are helping to improve the learning readiness and achievement levels of Davisville Middle School's students as evidenced by the following reported statistical information.
In 2012-2013 25% of students qualified for free or reduced lunch at Davisville Middle which is a year round lunch and weekend nutritional program for any student who indicates nutritional challenges at Davisville Middle School. Seven years ago, these on sight services did not exist on a large scale at North Kingstown's most poverty-stricken schools. (Free or Reduced Lunch Data. 2012.(http://infoworks.ride.ri.gov/search/data?category=student-characteristics&q=school%2Fdavisville-middle-school&year=2012)
(www.nksd.net/familylearningcenter). As an assumed result of recession and a slowly recovering economy today, the number of Davisville Middle School students recieving lunch assistance has sharply increased to 13% since 2001. Although nutritional and financial needs of students have sharply increased, academic progress has in spite of all odds increased as well. This leads me to conclude that learning delivery, test preparation training, and curriculum changes have improved overall academic success. In addition, it seems that the school based nutritional support services are helping to better prepare children to learn throughout tough economic times for their families.
2013-2014 school year:
6th Grade Reading-84%
6th grade Math-77%
7th Grade Reading-79%
7th Grade math 68%
8th gr reading 87%
Writing 78%
Math 77%
In 2001-2002, 16%of Davisville students participated in the free or reduced lunch program. Achievement test score results from this time period are only given for the 8th grade which are the following:
8th Grade Math-50%
8th Grade Reading-60%
8th Grade Writing-65
2006 Statewide NECAP
8th Grade Reading- 56%
8th Grade Writing- 48%
8th Grade Math-47%
2009-10 NECAP
6th Grade Math
2009-10
73%
59%
view details
6th Grade Reading
2009-10
77%
68%
view details
7th Grade Math
2009-10
71%
54%
view details
7th Grade Reading
2009-10
83%
70%
view details
8th Grade Math
2009-10
68%
55%
view details
8th Grade Reading
2009-10
82%
71%
view details
8th Grade Writing
2009-10
no data
no data
view details
8th Grade Science
2009-10
42%
22%
view details
2012-2013 NECAP
8th Grade Writing-56%
8th Grade Reading-74%
8th Grade Math-57%
I conclude from the data that there has been a lot of improvement in the test scores overall since NCLB and Race to the Top were put in place. I will assume that more resources are being placed upon test readiness and testing in general of math, reading, and writing subjects of learning. Teacher quality may also have increased with increased teacher preparation requirements and higher score benchmarks by the RI Department of Education. The overall test scores for Davisville Middle have gone up even though the students in need of nutritional assistance has increased by 12% This leads me to believe that there are nutritional assistance programs at the school to address hunger challenged students which would help to explain the increased scores across the board. There are also support services for school supplies, tutoring, and counseling available to all students which is essential for children to be prepared to learn and to thrive throughout the school year as well as the summer months.
I am also aware of other support systems such as a 21st Century Skills grant funded and partially privately funded Monday through Friday After School Enrichment Program, an on-campus Family Learning Center, and the Blessings in a Backpack program which address student needs for essential school supplies, counseling, tutoring, year-round nutritional challenges, and student self-esteem building learning opportunities with peers beyond the regular school day. For FY 2012, $189,658 was allocated to North Kingstown School District(RI Senate Allocations, FY 2012, www.ri.gov). Dr. Michele Humbryrd explained to the school district that the NCLB and RTTT funding helped pay for new teaching staff members, common core standards support materials, instructional improvement method training, PARCC Assessment development, educator training opportunities,hiring of additional support staff, and improved technology for the district's classrooms(www.nksd.net/schoolcommitteeminutes).
The following RIDE data explains the excellent progress being made by the students and staff at Davisville Middle School. The commended status is not far from reality for Davisville Middle as you can see from the chart I have included below(www.infoworks.ride.ri.gov). After more than a decade of additional funding for wraparound services for North Kingstown's neediest student population as well as making effective investments, Davisville Middle School is well on its way to joining its sister school Wickford Middle as a Commended School by the Rhode Island Department of Education. Fortunately, the funds allocated by state, federal, and private funding sources were used to improve education for all North Kingstown School District students which is indicated by higher overall student academic achievement not only at Davisville Middle School, but also district-wide.
The following are the Race to The Top goals for North Kingstown School District for 2009-2014:
District Goals and Performance Measures 2009 2010 2011 2012 2013 2014
Students entering the fourth grade will be proficient in reading on NECAP
79% - 80 83 86 90
-The gap between white and black students will be cut in half
--- - - - - -
-The gap between white and Hispanic students will be cut in half
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half. 2009-24% - 2011-20% 2012-17% 2013- 14% 2014-12%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-67%,2011 - 60%,2012- 52% 2013-44%, 2014- 34%
Students entering the fourth grade will be proficient in mathematics on NECAP
2009-73%, 2010 - 77%,2012- 83%, 2013- 87%, 2014- 90%
-The gap between white and black students will be cut in half.
--- - - - - -
-The gap between white and Hispanic students will be cut in half.
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half 2009-23%, 2011 - 20%,2012- 17%,2013- 14%,2014- 12%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-55%,2011 - 50%,2012- 44%,2013- 36%, 2014- 28%
Students entering the eighth grade will be proficient in reading on NECAP
2009-84%,2011- 85%, 2012- 86%,2013- 88%,2014- 90%
-The gap between white and black students will be cut in half
--- - - - - -
-The gap between white and Hispanic students will be cut in half
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half 2009-32%,2011 - 28%,2012- 24%,2013- 20%,2014- 16%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-60%,2011- 50%,2012- 42%,2013- 36%, 2014-30%
Students entering the eighth grade will be proficient in mathematics on NECAP
2009-69%,2011 - 73%, 2012-77%,2013- 81%,2014- 85%
-The gap between white and black students will be cut in half
--- - - - - -
-The gap between white and Hispanic students will be cut in half
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half 2009-44%,2011- 36%,2012- 32%,2013- 28%,2014- 22%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-53%,2011- 48%,2012- 42%,2013- 35%,2014- 27%
85% of students who first entered 9th grade 4 years prior will graduate from high school
2009-92%, 2011 - 93%,2012- 93%,2013- 94%,2014- 94%
77% of students who graduate from high school will enroll in an institution of higher education (IHE) within 16
months of receiving a diploma 2009-79%,2011 - 81%,2012- 82%,2013- 83%,2014- 84%
90% of students who enroll in an institution of higher education will complete at least one year's worth of
credit within two years of enrollment in the IHE 2009-91%,2011%- 92%,2012- 92%,2013- 93%,2014- 93%
--- = Gaps are not displayed where the number of students tested in either of the subgroups being compared is less than 10.
NA = No performance measures are availabl e for this item due to the grade configuration or due to the opening date of this LEA.
Above are excellent goals that have been met or surpassed by many North Kingstown schools. This district had goals and has a focus on children and helping all students to be effective and successful learners(NKSD School District Budget Request Document, January 10.2011, Town Council Minutes, p. 11).
The chart below explains the individual progress being made in terms of overall NECAP test subject progress. The categories stand for the following concepts:
"Proficiency" means the number of students who are proficient or better(30 possible points).
"Progress" means whether or not the school is meeting its target scores(10 possible points).
"Gap Closure" stands for whether or not a school is serving all students including students who are learning challenged or ESL(30 possible points).
"Distinction" means the number of students who have excelled in all NECAP areas(5 possible points). Growth refers to whether or not ALL students are making progress at the school(25 possible points).
"Graduation rates" is a high school's ability to promote its students (high schools only with possible 20 point score, measure does not apply to middle schools or elementary schools)
"High School Score change" is whether the graduation and NECAP score rates improve each year for a possible 5 points, again not applying to Davisville Middle School's AMO Summary.
Each year, at year's end, schools are classified from best to worst with the following designations with Commended as the absolute best designation you can receive and Priority being the worst.
Here are the school designation definitions:
Commended-(Highest Rhode Island Grade School Designation)Strongest performance across categories while serving all students well.
Leading-Strong gains in reading and math, few gaps between groups of students and/or showing student improvement.
Typical-Performance at or near state average with pockets of success and/or challenges in one or more subject areas.
Warning-Combination of low achievement in reading and math, unacceptable learning gaps, little to no student achievement or poor graduation rates as well as failure to test
required number of students in the school.
Focus-Below standard achievement in math and reading and/or unacceptable achievment gaps.
Priority-The worst of the worst ranking a school can get which is attained through having the least achievement in reading and math, intolerable learning gaps in student performance, and little to no progress in improving student outcomes.
The RI school rating system used to classify a school is broken into a 100 point score per school that is achieved by exceling in seven specific school wide benchmarks in regard to NECAP or New England Common Assessment Program scores.
As you can deduct from the above NECAP scores, Davisville has more than cut achievement and learner gaps by more than half, their RI Department of Education mandated goal,which is why it has scored a point below the "Commended " status and will likely be a "Commended" school in the next few years if the same rate of progress takes place in those academic years. If Principal Logan continues to employ highly qualified teachers, uses the same or more intense professional development plan, and retains excellent veteran teahcers, she can lead Davisville to "Commended" status.
I have selected to analyze the progress shown from pre-No child left Behind through today’s Race to The Top Department of Education grade school funding initiatives from the 2001-02 through the 2012-13 school years for Davisville Middle School, one of two middle schools within the North Kingstown School District. I chose to analyze this data to find out if increased teacher training, higher teacher quality standards, test preparation and administration mandates related to this funding were helping to increase academic outcomes for Davisville Middle School students.
I set out to answer the following questions: Did the overall student test scores improve? How did the economic recession in Rhode Island impact learner outcomes? What investments did the North Kingstown School District make in their teaching staff and student body that worked to create a better environment in which to learn and assist students to be more prepared to learn and to fully master more stringent math and language arts literacy standards of Common Core mandates for funding?
I want to show how taking a holistic view of a child, taking into account family or socioeconomic barriers to education, and making excellent investments in teachers and support staff helped Davisville Middle School students to make great strides educationally since 2001 when NCLB was instituted. I will research if there are any programs in place to support at risk children with socioeconomic barriers to learning from the Davisville community which is an area where many of North Kingstown’s low income earners and most impoverished families reside in low income housing developments. I also plan to investigate what steps were or are being taken to minimize the financial strain for working families or those in poverty that can severely impair student academic achievement in terms of nutrition, mobility(transportation issues), and the ability to overcome various economic barriers to learning(i.e. lack of a computer or tablet, school supplies, or adequate clothing).
Davisville Middle School, home of the Davisville Dragons, is one of two middle schools within North Kingstown School District in the northern half of the town of North Kingstown, located at 200 School Street which has a resident population of 26,486 and covers an area of 58.3 square miles. This middle school at Davisville Village serves 523 students in grades 6 through 8 and employs 52 teachers. (Infoworks Rhode Island Schools Data. 2014. Retrieved from http://infoworks.ride.ri.gov/school/davisville-middle-school. ) The leadership staff for this school consists of Superintendent Phil Auger, Principal Ruthanne Logan, and Assistant Principal Marisa Eisner.(Administration List for Davisville Middle School. 2014. Retrieved from http://www.edlinesites.net/pages/Davisville_Middle_School/Administration/Office/Main_Office) Davisville Middle School’s Mission Statement is : “Committed to providing our students with pathways for academic and personal success through challenging and diverse educational opportunities.” School Motto. 2014. Retrieved from http://www.edlinesites.net/pages/Davisville_Middle_School)
The Davisville area of North Kingstown is the product of a rich military and industrial background beginning the late 1930’s as a World War II Quonset Military Base. Many workers came to work and later relocated their families to the community surrounding the Quonset Naval Base. Fortunately, today there are growing job opportunities available to area residents in the defense industries and various corporations with offices in close proximity to Davisville at Quonset Point Business Park where a variety of manufacturing and defense industry corporations exist. The Quonset Point Business Park employs many area residents with construction and industrial related jobs. The two other most increased job types in North Kingstown outside of the business and medical arenas related to the improving economy in the Davisville area are teachers and first responders. This area also has a strong history as a summer vacation destination which is still the case today.(North Kingstown Demographic Data. 2014. Retrieved from http://en.wikipedia.org/wiki/North_Kingstown,_Rhode_Island#Demographics)
I have selected to analyze for progress shown from pre-NCLB or Race to the Top (2001-2002)to the most recent school year data 2012-2013 For Davisville Middle School, one of two middle schools within North Kingstown School District. There are programs in place to support at risk children who face socioeconomic learning challenges from the Davisville community, an area where many of North Kingstown's most impoverished families reside in low income housing developments or due to financial strain for working families throughout the northern segment of North Kingstown School District.
In an effort to show evidence as to poverty having a direct link to student academic progress, I will compare the percentages of students at both Wickford and Davisville Middle Schools who fall at or below the poverty line. First, North Kingstown has a median family income of $69,559
the fourth highest median income in the state of all municipalities. However, even in this affluent community, there are pockets of children in poverty which is what the following comparison will demonstrate. (Income data. 2013 Retrieved from http://en.wikipedia.org/wiki/Rhode_Island_locations_by_per_capita_income) North Kingstown has a family poverty rate of 18.8% with children under the age of 18 representing 9.6% of that statistic, about half of all poverty level residents. As of June 12, 2012 the number of children who were at or below the poverty line was 24.5% of the student body, 130 students total, who attend Davisville Middle School. At Wickford Middle School, in the southern half of North Kingstown, the percentage of students in poverty was less than half of Davisville Middle at 11% of the student body. That said, it is no surprise that scores at Wickford Middle School are higher than those at Davisville Middle School.
A comparison of math, reading, and writing between pre-NCLB and RTTT in 2001 through its existence up to 2013 shows great improvement in standardized test scores throughout 6th,7th, and 8th grades. It is safe to assume that a lot more funding is being used to train staff and students about test preparation and administering the NECAP and various other tests used to measure proficiency in these three target subject areas. I am also concluding that increased nutritional and other wraparound school services are helping to improve the learning readiness and achievement levels of Davisville Middle School's students as evidenced by the following reported statistical information.
In 2012-2013 25% of students qualified for free or reduced lunch at Davisville Middle which is a year round lunch and weekend nutritional program for any student who indicates nutritional challenges at Davisville Middle School. Seven years ago, these on sight services did not exist on a large scale at North Kingstown's most poverty-stricken schools. (Free or Reduced Lunch Data. 2012.(http://infoworks.ride.ri.gov/search/data?category=student-characteristics&q=school%2Fdavisville-middle-school&year=2012)
(www.nksd.net/familylearningcenter). As an assumed result of recession and a slowly recovering economy today, the number of Davisville Middle School students recieving lunch assistance has sharply increased to 13% since 2001. Although nutritional and financial needs of students have sharply increased, academic progress has in spite of all odds increased as well. This leads me to conclude that learning delivery, test preparation training, and curriculum changes have improved overall academic success. In addition, it seems that the school based nutritional support services are helping to better prepare children to learn throughout tough economic times for their families.
2013-2014 school year:
6th Grade Reading-84%
6th grade Math-77%
7th Grade Reading-79%
7th Grade math 68%
8th gr reading 87%
Writing 78%
Math 77%
In 2001-2002, 16%of Davisville students participated in the free or reduced lunch program. Achievement test score results from this time period are only given for the 8th grade which are the following:
8th Grade Math-50%
8th Grade Reading-60%
8th Grade Writing-65
2006 Statewide NECAP
8th Grade Reading- 56%
8th Grade Writing- 48%
8th Grade Math-47%
2009-10 NECAP
2012-2013 NECAP
8th Grade Writing-56%
8th Grade Reading-74%
8th Grade Math-57%
I conclude from the data that there has been a lot of improvement in the test scores overall since NCLB and Race to the Top were put in place. I will assume that more resources are being placed upon test readiness and testing in general of math, reading, and writing subjects of learning. Teacher quality may also have increased with increased teacher preparation requirements and higher score benchmarks by the RI Department of Education. The overall test scores for Davisville Middle have gone up even though the students in need of nutritional assistance has increased by 12% This leads me to believe that there are nutritional assistance programs at the school to address hunger challenged students which would help to explain the increased scores across the board. There are also support services for school supplies, tutoring, and counseling available to all students which is essential for children to be prepared to learn and to thrive throughout the school year as well as the summer months.
I am also aware of other support systems such as a 21st Century Skills grant funded and partially privately funded Monday through Friday After School Enrichment Program, an on-campus Family Learning Center, and the Blessings in a Backpack program which address student needs for essential school supplies, counseling, tutoring, year-round nutritional challenges, and student self-esteem building learning opportunities with peers beyond the regular school day. For FY 2012, $189,658 was allocated to North Kingstown School District(RI Senate Allocations, FY 2012, www.ri.gov). Dr. Michele Humbryrd explained to the school district that the NCLB and RTTT funding helped pay for new teaching staff members, common core standards support materials, instructional improvement method training, PARCC Assessment development, educator training opportunities,hiring of additional support staff, and improved technology for the district's classrooms(www.nksd.net/schoolcommitteeminutes).
The following RIDE data explains the excellent progress being made by the students and staff at Davisville Middle School. The commended status is not far from reality for Davisville Middle as you can see from the chart I have included below(www.infoworks.ride.ri.gov). After more than a decade of additional funding for wraparound services for North Kingstown's neediest student population as well as making effective investments, Davisville Middle School is well on its way to joining its sister school Wickford Middle as a Commended School by the Rhode Island Department of Education. Fortunately, the funds allocated by state, federal, and private funding sources were used to improve education for all North Kingstown School District students which is indicated by higher overall student academic achievement not only at Davisville Middle School, but also district-wide.
The following are the Race to The Top goals for North Kingstown School District for 2009-2014:
District Goals and Performance Measures 2009 2010 2011 2012 2013 2014
Students entering the fourth grade will be proficient in reading on NECAP
79% - 80 83 86 90
-The gap between white and black students will be cut in half
--- - - - - -
-The gap between white and Hispanic students will be cut in half
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half. 2009-24% - 2011-20% 2012-17% 2013- 14% 2014-12%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-67%,2011 - 60%,2012- 52% 2013-44%, 2014- 34%
Students entering the fourth grade will be proficient in mathematics on NECAP
2009-73%, 2010 - 77%,2012- 83%, 2013- 87%, 2014- 90%
-The gap between white and black students will be cut in half.
--- - - - - -
-The gap between white and Hispanic students will be cut in half.
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half 2009-23%, 2011 - 20%,2012- 17%,2013- 14%,2014- 12%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-55%,2011 - 50%,2012- 44%,2013- 36%, 2014- 28%
Students entering the eighth grade will be proficient in reading on NECAP
2009-84%,2011- 85%, 2012- 86%,2013- 88%,2014- 90%
-The gap between white and black students will be cut in half
--- - - - - -
-The gap between white and Hispanic students will be cut in half
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half 2009-32%,2011 - 28%,2012- 24%,2013- 20%,2014- 16%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-60%,2011- 50%,2012- 42%,2013- 36%, 2014-30%
Students entering the eighth grade will be proficient in mathematics on NECAP
2009-69%,2011 - 73%, 2012-77%,2013- 81%,2014- 85%
-The gap between white and black students will be cut in half
--- - - - - -
-The gap between white and Hispanic students will be cut in half
--- - - - - -
-The gap between non-economically disadvantaged students and economically disadvantaged students will be cut in
half 2009-44%,2011- 36%,2012- 32%,2013- 28%,2014- 22%
-The gap between students without IEPs and those with IEPs will be cut in half
2009-53%,2011- 48%,2012- 42%,2013- 35%,2014- 27%
85% of students who first entered 9th grade 4 years prior will graduate from high school
2009-92%, 2011 - 93%,2012- 93%,2013- 94%,2014- 94%
77% of students who graduate from high school will enroll in an institution of higher education (IHE) within 16
months of receiving a diploma 2009-79%,2011 - 81%,2012- 82%,2013- 83%,2014- 84%
90% of students who enroll in an institution of higher education will complete at least one year's worth of
credit within two years of enrollment in the IHE 2009-91%,2011%- 92%,2012- 92%,2013- 93%,2014- 93%
--- = Gaps are not displayed where the number of students tested in either of the subgroups being compared is less than 10.
NA = No performance measures are availabl e for this item due to the grade configuration or due to the opening date of this LEA.
Above are excellent goals that have been met or surpassed by many North Kingstown schools. This district had goals and has a focus on children and helping all students to be effective and successful learners(NKSD School District Budget Request Document, January 10.2011, Town Council Minutes, p. 11).
"Proficiency" means the number of students who are proficient or better(30 possible points).
"Progress" means whether or not the school is meeting its target scores(10 possible points).
"Gap Closure" stands for whether or not a school is serving all students including students who are learning challenged or ESL(30 possible points).
"Distinction" means the number of students who have excelled in all NECAP areas(5 possible points). Growth refers to whether or not ALL students are making progress at the school(25 possible points).
"Graduation rates" is a high school's ability to promote its students (high schools only with possible 20 point score, measure does not apply to middle schools or elementary schools)
"High School Score change" is whether the graduation and NECAP score rates improve each year for a possible 5 points, again not applying to Davisville Middle School's AMO Summary.
Each year, at year's end, schools are classified from best to worst with the following designations with Commended as the absolute best designation you can receive and Priority being the worst.
Here are the school designation definitions:
Commended-(Highest Rhode Island Grade School Designation)Strongest performance across categories while serving all students well.
Leading-Strong gains in reading and math, few gaps between groups of students and/or showing student improvement.
Typical-Performance at or near state average with pockets of success and/or challenges in one or more subject areas.
Warning-Combination of low achievement in reading and math, unacceptable learning gaps, little to no student achievement or poor graduation rates as well as failure to test
required number of students in the school.
Focus-Below standard achievement in math and reading and/or unacceptable achievment gaps.
Priority-The worst of the worst ranking a school can get which is attained through having the least achievement in reading and math, intolerable learning gaps in student performance, and little to no progress in improving student outcomes.
The RI school rating system used to classify a school is broken into a 100 point score per school that is achieved by exceling in seven specific school wide benchmarks in regard to NECAP or New England Common Assessment Program scores.
As you can deduct from the above NECAP scores, Davisville has more than cut achievement and learner gaps by more than half, their RI Department of Education mandated goal,which is why it has scored a point below the "Commended " status and will likely be a "Commended" school in the next few years if the same rate of progress takes place in those academic years. If Principal Logan continues to employ highly qualified teachers, uses the same or more intense professional development plan, and retains excellent veteran teahcers, she can lead Davisville to "Commended" status.
Davisville Middle School has a score of and met its Annual Yearly Progress goals for the last three years on record of 2010-13. Data retrieved from Infoworks RI. 2010-2013.
http://infoworks.ride.ri.gov/school/kevin-k-coleman-elementary-school/ayp/summary-report/2010/3